British Journal of Education (BJE)

EA Journals


Assessment of Digital Literacy Skills Among Physical and Health Education Students in Secondary Schools in Bayelsa State (Published)

This study assessed digital literacy skills among physical and health education students in secondary schools in Bayelsa State, Nigeria. A descriptive survey design was adopted for the study. To direct the study, two research questions were developed along with matching null hypotheses. All PHE students in the 192 secondary schools in Bayelsa state that are owned by the government make up the study population. The research sample consisted of 499 PHE students, 240 of whom were male and 249 of whom were female. The “Digital Literacy Skill Questionnaire (DLSQ),” a structured tool created by researcher and approved by specialists, was used to collect data. The Cronbach Alpha formula was used to determine the instrument’s reliability, and a coefficient of 0.84 was found. Mean and standard deviation were used to answer the study questions, and t-test statistics were used to assess the hypotheses. The findings showed that Bayelsa State secondary school PHE students do not use their digital literacy skills to a high degree. It was suggested that PHE students be encouraged to develop their digital abilities by the school administration.

Keywords: Assessment, Digital, Literacy, PHE students, Skills

Diglossia and Arabic Literacy: From Research to Practice (Published)

Arabic-speaking children acquire literacy in a diglossic manner in which the variety of language engaged for reading and writing at school—referred to here as literary Arabic (LA)—differs from the variety they engage when speaking at home. Literacy acquisition in such a context necessitates teaching practices take into consideration the differences between spoken and literary varieties of language to assist children to bridge the gap between them. This study explores how Saudi teachers of kindergarten-level students perceive the effect of diglossia on the initial stages of literacy acquisition by their students, and which practices they follow to minimize its effect. The study participants took part in a focus group in which they shared their experiences of teaching literacy to Saudi kindergarten students, and reflected on their perceptions and practices as kindergarten teachers. Overall, the participants showed an awareness of how diglossia could generally affect literacy acquisition, as well as an awareness of how different spoken Arabic dialects work with and against LA to varying degrees, causing fluctuations in the diglossic effect across spoken varieties. In their context, however, teachers seemed to find children at a lesser disadvantage and would, therefore, prioritize remediating the challenges children experience as a result of orthographic characteristics of Arabic over the challenges posed by diglossia. Teachers indicated that they still follow certain practices to increase children’s exposure to LA and reinforce their LA knowledge, but without pinpointing any specific diglossia-based instructions—interestingly, they believe this could compromise the orthographic-based instructions they believed essential. Such reflections are discussed in light of the current empirical investigations of Arabic literacy and diglossia and the pedagogical practices they suggest.

Keywords: Arabic, Diglossia, Literacy, Orthography

Introducing Teaching Literacy Course: Learning From B.Ed (Hons) Student Teachers Reflections (Published)

The study emphasis on to get reflection of students teachers on a such course which one is introduced first time in teacher training institutes where it makes able to student teachers to teach literacy, develop different skills through theories and practices of teaching to understated the need of subject, It gives many opportunities and makes powerful to leaner with the knowledge. The sample consisted of three institutions where the size of sample is 30 samples, in which 10 sample from each institutes. The results signify that student’s teachers felt in difficulty because of no resources, lengthy courses so it taught by theoretical then practices, faced problems in practicing schools and medium of language. On the base of findings recommendations and conclusion were made that need to concise the course contents and give facilities, resources to teach subjects and use the other language where students feel difficulties, and aware to practicing school teachers for worth of subject. This study also recommended that its defined on specific of area of Sindh have hope other will do a research broader level of Pakistan.

Keywords: Learning Practices, Literacy, Reflections, Student Teachers, Teaching

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